Why do we continue to focus on the failures of Black students rather than target their successes? How is this continuous dialogue different from the consistent negative portrayal of Black people in the news? Not only are the failures of Black students discussed during meetings, workshops, and conferences, but they are also highlighted throughout academic literature. For instance, the majority of scholarly research which considers Black students in higher education, especially Black males, uses a failure-focused lens to discuss retention literature. As a result, a gap exists in the literature regarding what we know about the Black students who achieve academic success throughout their higher education journeys.
Dr. Gerald Jones
Since the onset of the COVID-19 pandemic, there has been an expectation to see more literature produced which discusses equity gaps associated with student success outcomes, the retention of minoritized populations, and the impact from the pandemic on these outcomes. How do we change the focus of the literature from failures to successes? More importantly, how do we transform our words into actions to produce outcomes that actually address these equity gaps?
Over the past year, many new efforts have been exerted to help close equity gaps in the literature. Discussions regarding equity have never been more popular within the field of higher education than they are today. However, evidence-based practices, which should include “heart changes,” are required to address the issues within the academy related to these alarming retention gaps. These gaps have exposed America’s higher education system which, too, reflects the larger society of norms, customs, and traditions. This reality has built barriers for many students in higher education, especially Black students.
In 1969, Weldon Irvine pinned the song made famous by Nina Simone and Aretha Franklin called, “To be young, gifted, and Black.” She wrote in the lyrics, “How to be young, gifted and black, oh how I long to know the truth?” The lyrics in this song illustrate the essence of my issue in challenging higher education to highlight the successes of Black students who achieve student success outcomes. How do we expose Black student excellence on more platforms and more often within the academy? Ultimately, how do we conceptualize their voices to motivate others to achieve? As we consider these questions, below are three key strategies with which to lead.
Reframe the Narrative
